Training teachers for pedagogical research: the case of Master’s programmes in Teaching English in the 1st Cycle of Basic Education in Portugal

Abstract

This article presents partial results of a national study on master's programmes in English teaching in the 1st cycle of basic education. The study, carried out between 2018 and 2020 by a team of trainers/researchers from 10 higher education institutions, aimed at mapping teacher education approaches through a multi-case design and a multi-method approach of an interpretive nature. It integrated the analysis of curricula and practicum reports, a survey questionnaire to ex-student teachers, and reflective records by ex-student teachers, supervisors and cooperating teachers. The findings relate to how the programmes support students’ preparation for pedagogical inquiry. It is concluded that this preparation incorporates a current vision of language teaching to children and supports the development of reflective professionals, assuming different curricular configurations and a particularly significant expression in the development of action research projects in the practicum.